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Joan Ferrara – Exceptional Children Director

Continuous Improvement Performance Plan (CIPP) Haywood County’s Data Story for the 09-10 School Year. Joan Ferrara – Exceptional Children Director Brandi Stephenson – Exceptional Children Program Coordinator Kristi Taylor – Preschool Coordinator

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Joan Ferrara – Exceptional Children Director

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  1. Continuous Improvement Performance Plan (CIPP) Haywood County’sData Story for the 09-10 School Year Joan Ferrara – Exceptional Children Director Brandi Stephenson – Exceptional Children Program Coordinator Kristi Taylor – Preschool Coordinator Lynn Scarboro – Exceptional Children Data Manager

  2. Agenda • Welcome • Introductions • Review of Progress • Discussion • Completion of Questionnaires

  3. Meet with the Stakeholder Steering Committee. • Examine local and state data. • Identify areas of strength and need. • Determine desired results. • Coordinate with LEA reform activities. - Identify gaps - Determine where barriers exist - Match strategy and desired outcome CIPP I 2 3

  4. Ensure systemic change that will create significant improvements in results for children with disabilities and their families; and Achieve compliance The Purpose of the Continuous Improvement Performance Plan Process is to… Continuous Improvement

  5. Focus “The primary focus of Federal and State monitoring activities shall be on improving education results and functional outcomes for all children with disabilities. ”

  6. 06-07 State Target: 50% State Average: 50% Haywood County Schools: 48.6% Indicator 1:Graduation Percent of youth with IEPs graduating from high school with a regular diploma. 07-08 State Target: 55% State Average: 56.3% Haywood County Schools: 62.7% 08-09 State Target: 80% State Average: 56.89% Haywood County Schools: 76.7% 09-10 State Target: 80% State Average: 57.5 % Haywood County Schools: 81.4%

  7. Graph of Our Student Outcomes

  8. Student Outcomes

  9. Comparison of Haywood County Change in Graduation Rate to State Change in Graduation Rate for Students with Disabilities

  10. What did we do in 2009-2010 to address Indicator 1 - improving the graduation rate?

  11. Improving the Graduation Rate • We provided the Occupational Course of Study at Central Haywood High School to provide these students another option. • We continued our added support for students with disabilities who had dropped out with our Graduation Coach at the Alternative Learning Center with the goal to help them complete graduation requirements. • We continued credit recovery during the course of the school day. • We maintained the extra teaching position at PHS to reduce our teacher/student ratio. • We doubled our number of preschool students with IEPs. • We doubled our number of Pre-Kindergarten classrooms.

  12. State Target: 7.0% State Average: 9.21% Haywood County Schools:13.73% Indicator 2:Drop Out Rate Percent of youth with IEPs dropping out of high school. 05-06 data 06- 07 data State Target: 7.5% State Average: ? Haywood County Schools:14.46% 07- 08 data 08-09 data State Target: 6.5 % State Average: 8.0% Haywood County Schools: 12% State Target: 6.0% State Average: 5.28% for all students Haywood County Schools: 3.7%

  13. Haywood County Dropout Rate 09-10 • All Students was 2.2% (reduced from 176 or 4.68% in 04-05 to 81 in 09-10) • EC Students Dropouts reduced from 14.46% in 05-06 to 3.7% for 08-09 and 09-10 (reduced from 33 students to 13 students)

  14. Chart of Change in Dropout Rate for Students with Disabilities

  15. What did we do in 2009-2010 to address Indicator 2 - the Dropout Rate for Students with Disabilities?

  16. Reducing our dropout rate • We worked diligently with our mental health provider to make sure that mental health issues that are affecting attendance and student performance are addressed in a timely manner. • We continued to work diligently to make high school course work more relevant and meaningful to students by connecting it to their post high school goals in their transition plans. • We provided the Occupational Course of Study at Central Haywood High School. • We continued our added support for students with disabilities who had dropped out through the use of our Graduation Coach at the Alternative Learning Center with the goal to help them complete graduation requirements. • We continued credit recovery during the course of the school day. • We maintained the extra teaching position at PHS to reduce our teacher/student ratio. • We doubled our number of preschool students with IEPs. • We doubled our number of pre-Kindergarten classrooms. • We increased our inclusion teaching. • We increased the amount of time our students spend in regular education.

  17. Participation and performance of children with disabilities on statewide assessment. State Target for Participation is 95% Haywood County Schools had 100% participation for students with disabilities for grades 3 through 8 for both the Reading and Math End of Grade tests. We did not meet our participation rate for Grade 10 only because the federal government would not count the Occupational Course of Study End of Course testing. This has been corrected for the current school year (10-11). Indicator 3:Assessment

  18. What did we do in 2009-2010 to address Indicator 3 in Reading?

  19. Reading & Math InstructionEC Instructional Coach • Carolyn Cole • Position added for 2009-2010 school year • Continued in 2010-2011 school year • Provides ongoing support, coaching and training to our teachers using scientifically researched instructional programs • Certified Fundations Trainer • Certified SRA Corrective Reading Trainer • Certified Number Worlds Trainer • Certified Wilson Teacher • In the process of becoming a Reading Foundations Trainer

  20. North Carolina School Improvement Project NC SIP II works to improve the quality and effectiveness of educational programs and instruction for students with disabilities in North Carolina. Reading Grant Coordinator: Brandi Stephenson Reading Foundations Trainer: Brandi Stephenson NCSIPReading Instruction *11 years as a Best Practices Center*

  21. Site description on website Long range plan Fidelity Checks Reading Foundations training Program implementation Student Progress Evaluation 10 teachers 84 Students Parent Involvement Collaboration with Teacher Education Programs “I feel blessed to have my child in this class. He would have never made it without all your help and extra work. Keep up the good work. You are a lifesaver!” “Her dedication as a teacher is outstanding!” “We cannot begin to explain how much our child’s reading has improved this school year. The EC Teachers have gone beyond the call of duty in helping my child learn to read.” NCSIP Data – Reading

  22. Reading Foundations August 2009 (CES) – Reading Foundations Fundations (K-2) Reading Foundations (SLPs) June-July 2010 (MES) – Reading Foundations Fundations (K-2) Ongoing In Classroom Coaching, Fidelity Checks, Training and Support: Wilson Fundations Sonday SRA Corrective Reading SRA Comprehension Support Sessions Parent & Volunteer Training (JES) Reading InstructionStaff Development

  23. What did we do in 2009-2010 to address Indicator 3 in Math?

  24. North Carolina School Improvement Project NC SIP II works to improve the quality and effectiveness of educational programs and instruction for students with disabilities in North Carolina. Math Grant Coordinator: Brandi Stephenson Math Foundations Trainers: Brandi Stephenson, Chris Frodsham & Lauren Hill NCSIPMath Instruction

  25. NCSIP Data – Math • Site description on website • Long range plan • Fidelity Checks • Math Foundations training • Program implementation • Student Progress Evaluation • Parent Involvement • Collaboration with Teacher Education Programs

  26. Math InstructionStaff Development • Math Foundations • Number Worlds • Ongoing In Classroom Coaching, Training, Fidelity Checks & Support • Support Sessions

  27. Indicator 4:Suspension/Expulsion Rates of suspension and expulsion of students with disabilities greater than 10 days in a school year that is twice the state average or greater. State Target 2009-10 = 6% of LEAs Haywood County Schools did not suspend students with disabilities at a rate that is greater than the state average.

  28. What did we do in 2009-2010 to address Indicator 4 – reducing the number of suspensions?

  29. Reducing Out of School Suspensions during 09-10 • Nonviolent Crisis Intervention Training for EC Staff and Core Administrators • Alternative High School • Alternative Learning Center • Middle Academy • Bridges Program for Elementary • Increased use of ISS in lieu of OSS for students with IEPs • Continuous staff development on differentiated instruction • Love and Logic Training for EC and Regular Ed staff • RTI to bring support to struggling students in a more timely fashion • Continue reporting system that enables administrators and EC staff to monitor removals and suspensions in order to identify areas of concern • Trained EC staff and administrators in Functional Behavior Assessment and Behavior Intervention Plans with Dr. Westling from WCU • Coordinating individual and family counseling to address emotional issues related to discipline infractions • APEX, OdysseyWare, Prescriptive Instruction and NovaNet online learning and after school classes for students who pose a danger to others

  30. BRIDGES Program • Day Treatment program developed in coordination with HCS & Haywood Psychological Services • Developed for Elementary students that have been unsuccessful in their home school • Provides intensive behavioral/emotional intervention • Provides intensive academic intervention • Provides therapeutic components: individual counseling & social skills groups • Teaches replacement behaviors that are necessary for the student to return to less restrictive setting • Provides a transition process for students to successfully return to their home schools

  31. Indicator 5:Least Restrictive Environment Percent of children with IEPs aged 6 through 21 served in regular, separate, or public, private, home or hospital settings.

  32. Indicator 5School Age Children Least Restrictive Environment State Target HCS Data

  33. What did we do in 2009-2010 to address Indicator 5 – Least Restrictive Environment?

  34. Least Restrictive EnvironmentStaff Development • Inclusion (Reading & Math) • Summer Overview Session (BES, MES, JVES, NCES, WMS) • 4 day Intensive Training for MES & BES • 4 day Intensive Training for JVES & WMS • Support Sessions • “The inclusion training I received was one of the most important trainings I have ever participated in. It has added new meaning to my teaching philosophy.”

  35. Least Restrictive EnvironmentStaff Development • We have instituted transition meetings for all kindergarten and rising 6th grade students to insure that their needs are served in the least restrictive environment

  36. Indicator 6 Preschool Children Least Restrictive Environment • Haywood County Schools served 100% of our preschool children with IEPs in settings with their typically developing peers.

  37. What did we do in 2009-2010 to address Indicator 6 – Least Restrictive Environment for Preschool Children?

  38. Serving preschool students with their typically developing peers • Once they are in our preschool program, we work diligently to insure that our preschool students are placed in settings with their typically developing peers. As much as possible, our preschool service providers work with children in the regular classroom rather than removing them to another setting. • Even those students with more severe learning challenges who are placed in the preschool Developmental Day program are served in an inclusive setting with typically developing peers and many of their related services providers provide instruction in the classroom. • In the Regular Early Childhood Program at least 50% of the class is considered “typically developing.”

  39. Indicator 7:Preschool Outcomes Percent of preschool children with IEPs who demonstrate improvement in positive social-emotional skills, acquisition and use of knowledge and skills, and use of appropriate behaviors to meet their needs. • For 09-10 we had 34 of 34 preschoolers who demonstrated improvement.

  40. Indicator 7:Preschool outcomes for social-emotional skill development 1.Of those children who entered the preschool program below age expectations in positive social emotional skills, 80% percent substantially increased their rate of growth by the time they turned 5 years of age or exited the program. 2. Forty-one percent of preschool children were functioning within age expectations in positive social emotional skills by the time they turned 5 years of age or exited the program.

  41. Indicator 7:Preschool outcomes for rate of acquisition and use of knowledge and skills • 3. Of those children who entered the preschool program below age expectations in the acquisition and use of knowledge and skills, 76% percent substantially increased their rate of growth by the time they turned 5 years of age or exited the program. • 4. 26% of preschool children were functioning within age expectations in their acquisition and use of knowledge and skills by the time they turned 5 years of age or exited the program.

  42. Indicator 7:Preschool outcomes for use of appropriate behaviors to meet their needs. • 5. Of those children who entered the preschool program below age expectations in use of appropriate behaviors to meet their needs, 50% percent substantially increased their rate of growth by the time they turned 5 years of age or exited the program. • 6. 41% of preschool children were functioning within age expectations in use of appropriate behaviors to meet their needs by the time they turned 5 years of age or exited the program.

  43. What did we do in 2009-2010 to address Indicator 7 – Preschool Outcomes?

  44. Indicator 7 Strategies to Improve Preschool Outcomes • Continued to fund two preschool speech language pathologists to address language based delays that if left untreated often result in learning disabilities. • Continued to fund a full-time Preschool Coordinator • Continued to advertise throughout the community the benefits of early identification and intervention. Typically the earlier a child gets services, the better the outcomes. • Increased collaboration with parents and preschool teachers to insure that IEP goals were addressed throughout the child’s day at both home and school. • Haywood County Schools funded four pre-Kindergarten classes across the county

  45. Indicator 8Parent Involvement Percent of parents with a school age child receiving special education services who report that schools facilitated parent involvement as a means of improving service and results for children with disabilities. State 06-07 Baseline =26% State Target 07-08 = 26% State Average 07-08: 33% State Target 08-09: 40% State Average 08-09: 39.2 Haywood County Schools was sampled for the 08-09 school year and 40% of parents sampled reported that our school system facilitated parent involvement as a means of improving services and results for children with disabilities. .

  46. What did we do in 2009-2010 to address Indicator 8 - Parent Involvement?

  47. Increasing Parent Involvement • Parent volunteer training at Junaluska on the five components of reading • 15 parent meetings for parents of nonverbal children to demonstrate communication devices • Pizza night where parents and siblings come to the EC classroom to discuss curriculum and what to expect for the year • Cheerleading at WMS basketball games for students in our intensive intervention classes • Central Elementary held grade level curriculum nights for parents to address any EC concerns they had • Our VI teacher consults frequently with parents and has connected several families with the Industries for the Blind (IFB) Student Enrichment Experience. Two families got closed circuit TVs (CCTVs) for home use through Industries for the Blind funding. VI teacher provides cane training to families. He also set up Clinical Low Vision Evaluations for 4 students to determine appropriate low vision aids. He also teaches families how to use the assistive technology their children need to be able participate fully in their communities.

  48. Increasing Parent Involvement • Preschool EC staff held an Open House at the Instructional Technology Center. They have created a more parent and child friendly waiting area. They provide each rising kindergarten student with an IEP a transition bucket with ideas and activities for parents to do with their children over the summer. The preschool speech language pathologists have assisted preschool parents in getting trial augmentative communication devices for their children. • Preschool Coordinator has done radio programs to make parents more aware of preschool services • Our school psychologists have worked directly with several parents to help them with the process to retain guardianship. They also help with applications for social security disability. • EC teachers send home reading strategies, writing strategies, math games and homework tips at the beginning of the school year. • EC teachers have increased their frequency of communication with parents and have made a conscientious effort to return phone calls and answer questions within 24 hours. • EC teachers send home flyers about social opportunities, camps, and support meetings for parents. They also send home web pages and supplemental materials so that the parent can support the instruction provided in school.

  49. Increasing Parent Involvement • At Central Elementary parents are given strategies to help their students at home and they are given frequent input from EC teachers. • At Hazelwood, parents are given the option to watch the EC teachers implement the various teaching tools including Wilson and Fundations lessons and Number Sense lessons. • Central Haywood High School’s EC Department just helped coordinate a senior night where all the graduating seniors and their parents got information about upcoming senior activities and had a chance to ask questions about transition. .

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